Food Safety Resources Reviews

General Information

The textbook would be an excellent resource for teaching the basic principles of food safety. The information is presented in an appealing, colorful, and easy-to-read-format. The quizzes would help in preparation for food safety certifications, and the quizzes and activities offer a challenge to those working in the food industry.

The use of behavioral scenarios involving food safety practices asking participants to choose a correct answer would benefit for test preparation. For example, which one of these employees is or is not practicing proper food safety procedures? A more detailed explanation of the triple sink process may be beneficial as to exactly what each process performs. The quiz section could include a few more questions about HACCP.

The text provides the opportunity to teach food safety on a variety of levels. It would provide a good review for those pursuing food safety certifications and those working in the field. The use of checklists may assist participants in visualizing potential problems or hazards at their workplace. It would provide a good review for those pursuing food related careers.

The training material offers a good basic food safety overview. It is presented in an easy-to-read format and allows for individuals or classes to pace themselves. The text would be an excellent resource and highlights food code changes.

Highly Recommended

Purpose:

Purpose of resource is clearly stated in title or introduction

 Yes

If not, please explain:

Organization:

Resource is well-organized and major points are presented clearly. Resource does not assume that reader has background information.

Yes

If not, please give specific examples:

Accuracy:

Information, technical or otherwise, is accurate and recommendations are current.

Yes

If not, please give specific examples:

Consistency with Current Food Code

The latest version of the Food Code is used and the information is consistent with that code.

Yes

If not, please give specific examples:

The way the changes in the 2001 and 2003 food codes are presented is well done.

Learning Activities, Questions, Projects, or Interactive Learning Tools:

Resource includes a variety of stimulating and interesting learning experiences, questions, projects, or suggestions for further action that will involve the audience (e.g., an activity where the participant rates their current food safety practices).

Yes

If not, pleae give specific examples:

The review material offers plenty of teaching opportunities.

Special Interests:

Resource is geared toward special needs and interests of intended target audience(s).

Yes

If not, please explain:

Scope:

Scope of information is appropriate for target audience(s) and essential topics are discussed in appropriate detail.

Yes

Please explain:

Some of the exercises would require a minimum of a high school education level. The learning capacity and motivation of the student will make the difference in the retention level of the material.

Summary:

All major ideas are summarized or reviewed to reinforce key concepts; summaries are easily identified.

Yes

If not, please give specific examples:

Objectivity/Sponsor Bias:

Subject matter is presented objectively and fairly. No brand name is mentioned or obvious sponsor bias.

Yes

Positive Role Models:

Positive role models are provided in text and illustrations. Role models are presented as having many roles, traits, and emotions.

Yes

If not, please explain

No

If not, please give specific examples:

After the introduction of the International Food Safety Icons, they should be used accordingly throughout text.

Instructional Aids:

Provided

If not needed, please explain:

The Food Manager Certification Training One-Day Syllabus schedule to start testing at 5:00pm is very ambitious. The time slots could easily be reduced and start certification testing around 3:00pm - 3:30pm and most participants finishing by 5:00pm. Most people will be brain dead after dinner.

Availability of Aids:

Instructional aids are necessary and exist.

If aids do not exist or are not necessary, please explain:

Instructor’s Guide:

Instructor’s guide is included with suggestions for enhancing audiovisual presentation, pre-, and post-showing. Suggestions or follow-up learning activities/discussion questions are included.

No

If instructor’s guide is not included, is one needed?

Yes

Please explain:

Instructors vary in ability to teach depending on education, experience,responsibilities and comfort level. Include some common training approaches to allow diversity in teaching approaches. The use of props requiring demonstrating of skills greatly increases retention. Participants that perform the behavior understand and practice it with greater proficiency.

Instructor Resources:

Instructor resources are included and reinforce the information provided in the curriculum.

No

If instructor resources are not included, should they be included to reinforce the information provided in the curriculum?

Yes

Please explain:

A One-Day Syllabus is included, but does not include any instructional tips. Beginning instructors would benefit from suggestions of when to involve audience with props and stories to gain participation, demonstrate proficiency, develop trust, and increase retention of test related material.

Student Resources:

Student resources are included and reinforce the information provided in the curriculum.

Yes

If student resources are not included, should they be included to reinforce the information provided in the curriculum?

Yes

Please explain:

Showing actual pictures of hazards may assist participants internalize easier, for example, having hair/glass/worm in the food. This would include pictures of chemical and biological contaminants as well. Participants need to know examples about how such become introduced into the food source. The differences between biological, physical, and chemical hazards are common questions covered in certifications.

Credits, References, and Resources (including dates, publishers, etc.):

Complete credits, current references, date produced, and resources listed are up-to-date (credits may be on video package).

Yes

If not, please give specific examples:

Vocabulary is appropriate for intended audience(s).Resource minimizes use of technical terms and if used, they are defined.

No

If not, please give specific examples:

No, if intended for an eight-grade level. Some of the activities and terms require some degree of experience or education within the industry.

Main ideas are clear and flow smoothly.

Yes

If not, please give specific examples:

Writing approach is positive, personal and involves the reader. Active voice is used most of the time.

Yes

If not, please explain:

Illustrations contribute to the resource and are on the same page as their text references.Tables and graphs are simple, easy-to-read, and in a form requiring no further explanation.

Yes

If not, please give specific examples:

Illustrations contribute to the material and are on the same page as their text references.Active voice is used most of the time.

Yes

If not, please give specific examples:

Resource uses a heavy weight paper and print from one side cannot be seen on the other side. Text is written in a font size greater than 11 point type, is not difficult to read, and the main body of print is not written in capital letters.

Yes

Please comment:

Color, design, and layout of resource are attractive and stimulate interest without being too busy. A good balance between print and blank space is on the page.

Yes

Please comment:

Excellent balance and spacing is utilized.

Clear headings are provided for each topic area.

Yes

If headings are not provided for each topic area, would they be helpful? Please explain:

Quality:

Audiovisual resource is mutually supportive to the presentation of concepts.

No

If not, please explain:

Presentation:

Presentation progresses at a pace that permits comprehension. Pacing of dialogue is appropriate for absorbing concepts presented. Blank time is provided.

Yes

If not, please explain:

Auditory Quality:

Speaker, voice, and music are clear; sound is audible and has good quality.

Yes

If not, please explain:

Visual Quality:

Visuals are clear and properly framed; graphics and titles are clearly visible; and color, lighting, and editing enhance presentation content.

Yes

If not, please explain:

Continuity:

Continuity provides cohesiveness and smooth flow. Visuals are in a logical order and auditory portion is precisely matched with visual portion.

Yes

If not, please explain: